This article was originally published here
BMJ open. 2022 Feb 21;12(2):e048497. doi: 10.1136/bmjopen-2020-048497.
OBJECTIVE: The application of case-based learning (CBL) pedagogy has become an improved and more convenient learning method in the Chinese dental education system. This article provides a critical overview of CBL pedagogy and further assesses the effectiveness of this teaching model in Chinese dental education.
DESIGN: A systematic review and meta-analysis.
METHODS: Studies published up to December 2019 were searched in the following electronic databases: China National Knowledge Infrastructure, China Science Periodical Database, Chinese Biomedical documental database, Wanfang data, PubMed, EMBASE and Cochrane Central Register of Control Trials. All randomized controlled trials (RCTs) comparing the effectiveness of the CBL teaching model and the traditional lecture-based learning (LBL) model in all dental disciplines were included. Methodological quality assessment was based on guidelines described in the Cochrane Handbook for Systematic Reviews, and meta-analysis was performed using RevMan V.5.3 software. RESULTS: A total of 30 RCTs were ultimately included, with a total sample size of 2356 dental students. CBL pedagogy significantly increased knowledge scores (standardized mean difference (SMD) = 1.58, 95% CI: 0.95 to 2.20, p=0.01) compared to the LBL teaching model in dental students. Moreover, a subgroup analysis showed significant differences in the effects of CA on knowledge scores, skill scores, and overall ability scores when comparing theoretical and practical courses.
CONCLUSIONS: Meta-analysis and systematic review of eligible literature showed that CBL pedagogy in Chinese dental education is an effective way to increase knowledge scores, skill scores, global ability scores and teaching satisfaction. A successful adaptation of this teaching model could solve the shortage of highly skilled and professional dentists in dental schools and hospitals across China.